Chapter 2, Section 1 19
Chapter 2, Section 1
The Nile Valley(Pages 38-46)
Setting a Purpose for Reading Think about these questions as you read:
• Why did the early Egyptians settle in the Nile River valley?
• What role did the Nile River valley play in the development of the
Egyptian civilization?
• How was early Egyptian society divided?
As you read pages 39–42 in your textbook, complete this diagram to describe
Egyptian irrigation systems.
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Irrigation
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As you read, take notes describing the Nile and the area
surrounding this great river. Use your notes to answer this
question: How did the Nile and the surrounding area help
protect Egypt?
Define or describe the following terms from this lesson.
Briefly describe the following places.
20 Chapter 2, Section 1
Egypt
Nile River
Sahara
cataract
delta
Settling the Nile (pages 39–40)
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Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
What was Egypt’s physical setting like?
As you read, write three questions about the main ideas
presented in the passage. After you have finished reading,
write the answers to these questions.
1.
Chapter 2, Section 1 21
rely
feature
civilization(Chapter 1, Section 2)
city-state (Chapter 1, Section 2)
The River People (pages 41–42)
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2.
3.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
Use each of these terms, that you studied earlier, in a
sentence that reflects the term’s meaning.
22 Chapter 2, Section 1
papyrus
hieroglyphics
secure
technology
irrigation(Chapter 1, Section 2)
technology(Chapter 1, Section 1)
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What crops did ancient Egyptians grow?
As you read, write three details about Narmer. Then write
a general statement about Narmer’s leadership on the
basis of these details.
1.
2.
3.
Define or describe the following term from this lesson.
Chapter 2, Section 1 23
dynasty
A United Egypt (pages 43–44)
General Statement
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Explain why this person is important.
Define this academic vocabulary word from this lesson.
What is a dynasty?
As you read, complete the following sentences. Doing so
will help you summarize the section.
1. The ______________ was at the top of the early Egyptian social
structure.
2. Egypt’s upper class was made up of ______________.
3. Egypt’s middle class included people who ______________.
24 Chapter 2, Section 1
emerge
Narmer
Early Egyptian Life (pages 45–46)
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4. ______________ made up the largest group of early Egyptians.
5. ______________ were at the bottom of the social structure in Egypt.
6. ______________ had more rights in Egypt than in most other early
civilizations.
Define these academic vocabulary words from this lesson.
Who made up the largest group in Egyptian society?
Chapter 2, Section 1 25
portion
obtain
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Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Why did the early Egyptians settle in the Nile River valley?
What role did the Nile River valley play in the development of the
Egyptian civilization?
How was early Egyptian society divided?
26 Chapter 2, Section 1
Chapter 2, Section 2 27
Chapter 2, Section 2
Egypt’s Old Kingdom(Pages 47–52)
Setting a Purpose for Reading Think about these questions as you read:
• What were the main Egyptian beliefs about deities and the afterlife?
• Why did Egyptians build pyramids?
As you read pages 49–50 in your textbook, complete this graphic organizer to
show the different religious beliefs in Egypt.
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Egyptian Beliefs
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As you read, write the main idea of the passage. Review
your statement when you have finished reading and revise
as needed.
Define or describe the following term from this lesson.
Define these academic vocabulary words from this lesson.
Why did the pharaohs hold so much power?
28 Chapter 2, Section 2
period
welfare
pharaoh
Old Kingdom Rulers (page 48)
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To preview this section, first skim the section. Then write
a sentence or two explaining what you think you will be
learning. After you have finished reading, revise your
statements as necessary.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
Chapter 2, Section 2 29
grant
medical
deity
embalming
mummy
Egypt’s Religion (pages 49–50)
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Who were some of the main gods and goddesses of ancient
Egypt?
Imagine standing at the foot of an ancient pyramid. What
do these giant structures tell you about the Egyptian cul-
ture and people? As you read, take notes about the pyra-
mids to help you answer this question.
Define or describe the following term from this lesson.
Briefly describe the following place.
Explain why this person is important.
30 Chapter 2, Section 2
pyramid
Giza
King Khufu
The Pyramids (pages 50–52)
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Define these academic vocabulary words from this lesson.
What was the purpose of pyramids?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
What were the main Egyptian beliefs about deities and the afterlife?
Why did Egyptians build pyramids?
Chapter 2, Section 2 31
structure
principle
32 Chapter 2, Section 3
Chapter 2, Section 3
The Egyptian Empire(Pages 59–67)
Setting a Purpose for Reading Think about these questions as you read:
• What was life like during the Middle Kingdom?
• What important events happened during the New Kingdom?
As you read pages 65–67 in your textbook, complete this diagram showing the
major accomplishments of Ramses II.
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Ramses II
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The Middle Kingdom was a golden age for Egypt. Before
you read, skim the passage. Make a note of any points that
support this statement. Then, after you read, go back and
fill in additional information about this golden age.
Define or describe the following term from this lesson.
Briefly describe the following place.
Explain why this person is important.
Define these academic vocabulary words from this lesson.
Chapter 2, Section 3 33
Thebes
Ahmose
restore
create
tribute
The Middle Kingdom (pages 60–61)
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Who were the Hyksos?
As you read, list the achievements of Hatshepsut and
Thutmose III in the columns below. Then, based on the
achievements you have listed, write a short paragraph
evaluating the leadership of one of these rulers. Use spe-
cific examples from your list to support your opinion.
34 Chapter 2, Section 3
Evaluation
incense
The New Kingdom (pages 61–62)
Hatshepsut Thutmose III
Define or describe the following term from this lesson.
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Define these academic vocabulary words from this lesson.
Use this term, that you studied earlier, in a sentence that
reflects the term’s meaning.
Describe Egyptian trade during the rule of Hatshepsut.
Before you read, skim the text. Then write three questions
about the main ideas you find. After you have finished
reading, write the answers to these questions.
1.
Chapter 2, Section 3 35
priority
behalf
pharaoh(Chapter 2, Section 2)
The Legacies of Two Pharaohs (pages 64–65)
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2.
3.
Explain why this person is important.
Define these academic vocabulary words from this lesson.
Why is Tutankhamen so famous today?
36 Chapter 2, Section 3
Akhenaton
maintain
rely
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As you read, place the following events in the correct order
by numbering them in the spaces provided.
1. Groups from the eastern Mediterranean attack Egypt by sea.
2. Egyptian armies regain lands in western Asia.
3. Egypt is taken over by the Assyrians.
4. Egypt is conquered by Libyans.
5. Ramses II becomes pharaoh.
6. Egypt is ruled by Kush.
7. The temple at Karnak is built.
Explain why this person is important.
Define this academic vocabulary word from this lesson.
What groups conquered Egypt starting in the 900s B.C.?
Chapter 2, Section 3 37
The End of the New Kingdom (pages 65–67)
construct
Ramses II
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Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
What was life like during the Middle Kingdom?
What important events happened during the New Kingdom?
38 Chapter 2, Section 3
Chapter 2, Section 4 39
Chapter 2, Section 4
The Civilization of Kush(Pages 68–72)
Setting a Purpose for Reading Think about these questions as you read:
• Who were the Nubians and what were they known for?
• What was life like for the people of Kush?
As you read pages 70–72 in your textbook, complete this diagram to show the
differences and similarities between Napata and Meroë.
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NapataBoth
Meroë
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As you read, write the main idea of the passage. Review
your statement when you have finished reading and revise
as needed.
Define or describe the following term from this lesson.
Briefly describe the following places.
40 Chapter 2, Section 4
Nubia
Kush
Kerma
savanna
Nubia (pages 69–70)
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Define these academic vocabulary words from this lesson.
Use each of these terms, that you studied earlier, in a
sentence that reflects the term’s meaning.
Where was Kush located?
Chapter 2, Section 4 41
historian(Chapter 2, Section 2)
hieroglyphics(Chapter 2, Section 2)
period
collapse
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Complete this outline as you read.
I. The Importance of Iron
A. __________________________________________________________
B. __________________________________________________________
II. A New Capital
A. __________________________________________________________
B. __________________________________________________________
III. Building a Profitable Trade
A. __________________________________________________________
B. __________________________________________________________
Briefly describe the following places.
Explain why each of these people is important.
42 Chapter 2, Section 4
Kashta
Piye
Napata
Meroë
The Rise of Kush (pages 70–72)
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Define these academic vocabulary words from this lesson
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
How did Kush become a wealthy kingdom?
Chapter 2, Section 4 43
decline
culture
caravan(Chapter 1, Section 3)
dynasty(Chapter 2, Section 1)
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Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Who were the Nubians and what were they known for?
What was life like for the people of Kush?
44 Chapter 2, Section 4
Chapter 3, Section 1 45
Chapter 3, Section 1
The First Israelites(Pages 80–85)
Setting a Purpose for Reading Think about these questions as you read:
• What did the Israelites believe?
• Where was the Promised Land of the Israelites, and how did they return
there?
As you read pages 81–85 in your textbook, complete this sequence chart to
trace the movement of the Israelites.
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As you read, consider how Judaism has influenced values
in your culture today. Summarize your thoughts in a para-
graph. Be sure to include specific ways that you see the
values and beliefs of Judaism reflected in your world.
Define or describe the following terms from this lesson.
46 Chapter 3, Section 1
monotheism
tribe
Torah
covenant
The Early Israelites (pages 81–83)
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Explain why these people are important.
Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
What covenant was described in the Torah?
Chapter 3, Section 1 47
focus
occupy
Abraham
Jacob
Moses
pharaoh (Chapter 2, Section 2)
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As you read the story of Joshua and Jericho, record your
responses. What do you think about the story? What ques-
tions do you have? What do you learn about the Israelites
and about Joshua? After reading the section, write a short
paragraph summarizing your response to the story.
Define or describe the following term from this lesson.
Explain why these people are important.
Define this academic vocabulary word from this lesson.
48 Chapter 3, Section 1
alphabet
Phoenicians
Deborah
create
The Promised Land (pages 84–85)
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Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
Who led the Israelites into Canaan, and what city did they
conquer under his leadership?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
What did the Israelites believe?
Where was the Promised Land of the Israelites, and how did they return
there?
Chapter 3, Section 1 49
tribe (Chapter 3, Section 1)
50 Chapter 3, Section 2
Chapter 3, Section 2
The Kingdom of Israel(Pages 86–92)
Setting a Purpose for Reading Think about these questions as you read:
• Why did the Israelites choose to follow kings instead of judges?
• Who was King David and why was he important?
• Why were the Israelites conquered?
As you read pages 87–92 in your textbook, complete this chart to list the charac-
teristics of Israel and Judah.
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Location
Capital City
Date Conquered
Conquered By
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As you read, write the main idea of the passage. Review
your statement when you have finished reading and revise
as needed.
Define or describe the following term from this lesson.
Explain why these people are important.
Define this academic vocabulary word from this lesson.
Chapter 3, Section 2 51
Philistines
Saul
David
instruct
prophet
The Israelites Choose a King (page 87)
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Why did the Israelites want a king?
As you read, complete the following sentences. Doing so
will help you summarize the section.
1. David defeated the giant Philistine named ______________ with a
______________. As David won more victories ______________
became jealous and plotted to ______________ David.
2. David took over the throne in about ______________, when Saul and
his sons were ______________ in battle.
3. David created an empire and established the capital of ______________.
His son ______________ built a great temple there.
4. When Solomon died, the 12 tribes broke into two nations:
______________ and ______________.
Define or describe the following terms from this lesson.
52 Chapter 3, Section 2
David and Solomon (pages 89–90)
empire
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Briefly describe the following places.
Define these academic vocabulary words from this lesson.
Why did Solomon tax the people so heavily?
Chapter 3, Section 2 53
tribute
proverbs
Jerusalem
Judah
expand
symbol
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As you read, place the following events in the correct order
by numbering them in the spaces provided.
1. The Egyptians conquer Judah
2. The Jews unite with the Egyptians to fight the Chaldeans
3. King Nebuchadnezzar captures Jerusalem
4. The Assyrians conquer Israel and scatter the 10 tribes
5. Nebuchadnezzar takes the Jews into captivity in Babylon
6. The Assyrians become known as Samaritans and eventually wor-
ship Israel’s God
7. The Chaldeans conquer Egypt
Explain why this person is important.
Define this academic vocabulary word from this lesson.
Why did the Assyrians and Chaldeans want to control the
land belonging to the Israelites?
54 Chapter 3, Section 2
Nebuchadnezzar
route
A Troubled Time (pages 90–92)
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Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Why did the Israelites choose to follow kings instead of judges?
Who was King David and why was he important?
Why were the Israelites conquered?
Chapter 3, Section 2 55
56 Chapter 3, Section 3
Chapter 3, Section 3
The Growth of Judaism(Pages 93–102)
Setting a Purpose for Reading Think about these questions as you read:
• How did Judaism grow in the period following their exile?
• Why did the Romans destroy the temple and exile the Jews?
As you read page 96 in your textbook, complete this diagram to describe the
Maccabees.
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Maccabees
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Complete this outline as you read.
I. Why Did Jews Return to Judah?
A. __________________________________________________________
B. __________________________________________________________
II. What Is in the Hebrew Bible?
A. __________________________________________________________
B. __________________________________________________________
III. The Jews Look to the Future
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following terms from this lesson.
Briefly describe the following place.
Chapter 3, Section 3 57
exile
Sabbath
synagogue
Babylon
Exile and Return (pages 94–95)
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Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
Who allowed the Jews to return to Judah?
As you read, write three questions about the main ideas
presented in the text. After you have finished reading,
write the answers to these questions.
1.
58 Chapter 3, Section 3
series
symbol
scribe (Chapter 1, Section 2)
The Jews and the Greeks (pages 95–96)
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2.
3.
Define or describe the following term from this lesson.
Explain why this person is important.
Define these academic vocabulary words from this lesson.
Chapter 3, Section 3 59
Judas Maccabeus
Diaspora
version
trace
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How did Alexander the Great affect the Israelites?
As you read, complete the chart below to identify the main
ideas from your reading.
60 Chapter 3, Section 3
affect
community
The Jewish Way of Life (pages 97–98)
Define these academic vocabulary words from this lesson.
The Jewish Way of Life
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Why were sons especially valued in Jewish society?
As you read, answer these questions to be sure you under-
stand the main ideas of the section.
1. What did Herod do as king?
2. Why were the Jews unable to regain control over their Roman rulers?
3. Who were the Pharisees?
Chapter 3, Section 3 61
The Jews and the Romans (pages 100–102)
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4. Who were the Sadducees?
5. Who were the Essenes?
6. What were the cause and results of the Jewish revolts?
7. What role did rabbis play in Jewish society?
Define or describe the following terms from this lesson.
62 Chapter 3, Section 3
messiah
rabbi
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Explain why each of these people is important.
Define these academic vocabulary words from this lesson.
How did the Roman conquest affect the Jews?
Chapter 3, Section 3 63
Herod
Zealots
Johanan ben Zakkai
expand
despite
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Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did Judaism grow in the period following their exile?
Why did the Romans destroy the temple and exile the Jews?
64 Chapter 3, Section 3
Chapter 4, Section 1 65
Chapter 4, Section 1
The Early Greeks(Pages 116–123)
Setting a Purpose for Reading Think about these questions as you read:
• How did early Greek kingdoms develop?
• What ideas developed in Greek city-states?
As you read pages 122–123 in your textbook, complete this diagram by filling in
details about the polis.
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As you read, list words and phrases that help you picture
the land of Greece. Now imagine you are a Greek sailor or
trader. Write a paragraph in your own words about what
you see around you.
Define or describe the following key term from this lesson.
Define this academic vocabulary word from this lesson.
How did geography discourage Greek unity?
66 Chapter 4, Section 1
community
peninsula
The Geography of Greece (page 117)
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Before you read, skim the section and write three ques-
tions about the main ideas you find. After you have fin-
ished reading, write the answers to these questions.
1.
2.
3.
Define this academic vocabulary word from this lesson.
Chapter 4, Section 1 67
The Minoans (page 118)
region
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Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
How did the Minoans become a trading civilization?
Complete this outline as you read.
I. What Were Mycenaean Kingdoms Like?
A. __________________________________________________________
B. __________________________________________________________
II. Power From Trade and War
A. __________________________________________________________
B. __________________________________________________________
III. What Was the Dark Age?
A. __________________________________________________________
B. __________________________________________________________
68 Chapter 4, Section 1
archaeologist (Chapter 1, Section 1)
civilization (Chapter 1, Section 2)
The First Greek Kingdoms (pages 119–120)
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Explain why this person is important.
Briefly describe the following places.
Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
Chapter 4, Section 1 69
Mycenae
Peloponnesus
Agamemnon
positive
culture
historian (Chapter 1, Section 1)
artisan (Chapter 1, Section 2)
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What changes occurred during the Dark Age in ancient
Greece?
As you read, write the main idea of the passage. Review
your statement when you have finished reading and revise
as needed.
Define or describe the following term from this lesson.
Define these academic vocabulary words from this lesson.
70 Chapter 4, Section 1
colony
culture
overseas
A Move to Colonize (page 121)
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How did new Greek colonies affect industry?
To preview this section, first skim the section, looking for
headings and main ideas. Then write a sentence or two
explaining what you think you will be learning. After you
have finished reading, revise your statements as necessary.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
Chapter 4, Section 1 71
polis
agora
The Polis (pages 122–123)
vary
debate
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Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
How did citizenship make the Greeks different from other
ancient peoples?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did early Greek kingdoms develop?
What ideas developed in Greek city-states?
72 Chapter 4, Section 1
city-state (Chapter 1, Section 2)
Chapter 4, Section 2 73
Chapter 4, Section 2
Sparta and Athens(Pages 124–130)
Setting a Purpose for Reading Think about these questions as you read:
• Why did Spartans conquer and control groups of people?
• How were the people of Athens different from the people of Sparta?
As you read pages 125–130 in your textbook, complete this graphic organizer
comparing and contrasting life in Sparta and Athens.
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SpartaBoth
Athens
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As you read, complete the following sentences. Doing so
will help you summarize the section.
1. ______________, ______________, and ______________ all wanted a
part in Greek government.Their unhappiness led to the rise of
______________, men who took power by force. These tyrants took
power away from the ______________.
2. Most Greeks wanted all ______________ to be a part of the government.
So most city-states became either ______________ or ______________.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
74 Chapter 4, Section 2
tyrant
oligarchy
democracy
Tyranny in the City-States (pages 125–126)
structure
participate
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Why were tyrants popular in the city-states?
As you read, write three details about the Spartans. Then
write a general statement or conclusion about the Spartans
based on these details.
1.
2.
3.
Chapter 4, Section 2 75
Sparta (pages 126–127)
General Statement
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Define or describe the following term from this lesson.
Define this academic vocabulary word from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
Why did the Spartans stress military training?
What do you know about your state and national govern-
ment? Think about things you have seen or read in the
news. As you read, compare your state and national
government with the democracy of Athens. Summarize
your thoughts in a paragraph. Be sure to address the
similarities and differences that you see.
76 Chapter 4, Section 2
enforce
helots
oligarchy (Chapter 4, Section 2)
Athens (pages 128–130)
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Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
How did Cleisthenes build a democracy in Athens?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Why did Spartans conquer and control groups of people?
How were the people of Athens different from the people of Sparta?
Chapter 4, Section 2 77
nonetheless
process
democracy (Chapter 4, Section 2)
78 Chapter 4, Section 3
Chapter 4, Section 3
Persia Attacks the Greeks(Pages 131–137)
Setting a Purpose for Reading Think about these questions as you read:
• How did the Persian Empire bring together such a wide area?
• What role did Athens and Sparta play in defeating the Persians?
As you read pages 132–137 in your textbook, complete this graphic organizer
listing the accomplishments of Cyrus, Darius, and Xerxes.
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Ruler Accomplishments
Cyrus
Darius
Xerxes
Complete this outline as you read.
I. The Rise of the Persian Empire
A. __________________________________________________________
B. __________________________________________________________
II. What Was Persian Government Like?
A. __________________________________________________________
B. __________________________________________________________
III. The Persian Religion
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following terms from this lesson.
Explain why this person is important.
Chapter 4, Section 3 79
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satrapies
satrap
Zoroastrianism
The Persian Empire (pages 132–133)
Cyrus the Great
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Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
Why did Darius create satrapies?
80 Chapter 4, Section 3
vision
dominate
nomad (Chapter 1, Section 1)
empire (Chapter 1, Section 2)
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As you read, number the following events in the correct
order.
1. Greek army crushed the Persian army at Plataea
2. Persian fleet landed 20,000 soldiers on the plain of Marathon
3. Athenian army helped the Greeks in Asia Minor rebel against
Persian rulers
4. Xerxes launches invasion of Greece
5. Alexander invades the Persian Empire
6. Darius dies
Briefly describe the following places.
Explain why each of these people is important.
Chapter 4, Section 3 81
Marathon
Thermopylae
Salamis
Plataea
The Persian Wars (pages 134–137)
Xerxes
Themistocles
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Define this academic vocabulary word from this lesson.
What led to the Persian Wars?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did the Persian Empire bring together such a wide area?
What role did Athens and Sparta play in defeating the Persians?
82 Chapter 4, Section 3
internal
Chapter 4, Section 4 83
Chapter 4, Section 4
The Age of Pericles(Pages 138–146)
Setting a Purpose for Reading Think about these questions as you read:
• How did Athens change under the rule of Pericles?
• What happened when Sparta and Athens went to war for control of Greece?
As you read pages 139–144 in your textbook, create a circle graph showing how
many citizens, foreigners, and enslaved people lived in Athens in the 400s B.C.
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84 Chapter 4, Section 4
What do you think makes a leader great? Think of leaders
you have known or heard about. Then, as you read, list
the achievements of Pericles. Based on the achievements
you have listed, write a paragraph evaluating his leader-
ship. Use specific examples from your list to support
your opinion.
Define or describe the following terms from this lesson.
Briefly describe the following place.
Delos
The Athenian Empire (pages 139–140)
direct democracy
representative democracy
philosophers
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Explain why this person is important.
Define these academic vocabulary words from this lesson.
What is the difference between a direct democracy and a
representative democracy?
What was life like in Athens? Before you read, skim the
reading to identify main ideas. Then write three questions
you think your reading will answer. After you have fin-
ished reading, write the answers to these questions.
1.
Chapter 4, Section 4 85
behalf
achieve
Daily Life in Athens (pages 142–144)
Pericles
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2.
3.
Explain why this person is important.
Define these academic vocabulary words from this lesson.
How did Athenian men and women spend their time?
86 Chapter 4, Section 4
economy
philosophy
Aspasia
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Before you read, based on what you know about Sparta
and Athens, predict who you think will win the war.
Support your prediction with facts from your reading.
After you read, write a paragraph about your reaction to
the actual outcome.
Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
Chapter 4, Section 4 87
framework
cooperate
The Peloponnesian War (pages 144–146)
colony (Chapter 4, Section 1)
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What effects did the Peloponnesian War have on Greece?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did Athens change under the rule of Pericles?
What happened when Sparta and Athens went to war for control of
Greece?
88 Chapter 4, Section 4
